Brock, T;
Boone, J;
(2015)
Interprofessional Education in a Pharmacy Context: Global Report 2015.
International Pharmaceutical Federation (FIP): The Hague, Netherlands.
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Abstract
Many global organisations — for example the World Health Organization (WHO) and the World Health Professions Alliance (WHPA) — in addition to national bodies, have endorsed statements promoting the importance of collaborative practice in healthcare provision. When medicines are part of a prevention or treatment plan, a pharmacist is essential to providing the best quality of patient care with a special focus on ensuring responsible use of medicines; hence collaborative practice should be seen as critical to developing pharmaceutical roles in healthcare systems. Both WHO and FIP have agreed that interprofessional education (IPE) is a foundation that leads to a collaborative, practice-ready workforce, and collaborative practice leads to a strengthened healthcare system, resulting in improved patient health outcomes. IPE is, therefore, a key strategy for initial and continuing professional education and training. IPE efforts should, ideally, involve both future and present healthcare workers, and should begin before registration or licensing and persist through the course of the career via continuing professional development (CPD). Although healthcare professionals and researchers are becoming more focused on IPE and its potential impact, there is still a lack of strong evidence supporting a positive impact on health processes and patient outcomes. The WHO, in collaboration with partners and countries, is in the process of rolling out guidelines for IPE through a series of methods, including social media and a web portal on transformative education featuring global case studies as well as activities by subject matter experts (http:// whoeducationguidelines.org /). At country level, activities continue as part of priority setting of education and training activities in human resources for health among all health professionals. Professional leadership bodies, accreditation agencies and regulators see incorporating IPE as a key policy thread in their strategic policy; formation and collaboration between these agencies is becoming more common. This FIP Education report presents a collection of case studies and examples that reflect innovation and creativity centred on IPE. These case studies highlight diverse approaches and show that IPE is becoming a more mainstream education activity for students, trainees, and practitioners worldwide. Still, FIPEd acknowledges the limited evidence and evaluation regarding the long-term impact of IPE initiatives. This suggests that it is needed to continue to follow projects such as those highlighted here and also encourage stronger interprofessional dialogue about monitoring and evaluation methods.
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